河北师范大学英语教学法王蔷考研笔记.pdf

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1、教学法笔记PREFACEl.The name of this course.1)A Course in English Language Teaching2)Methodology of English Teaching3)Methodology of English teaching at middle school/secondary school4)Teaching English as a Foreign Language/TEFL&TESL2.The nature of language teaching1)Whafs methodology?English teaching met

2、hodology is a set of methods used for study or action in English teaching.It is the science to researchthe Teaching rules at middle school,which will guide our teaching to develop the students1 communicative competence.2)The definition of teaching.Teaching is an attempt to help someone acquire,or ch

3、ange some skills,attitude(看法),knowledge,ideal,or appreciation.Inother words,the teachefs task is to create or influence desirable changes in behavior,or in tendencies toward behavior,inhis students.3)The purpose of English teachinga.To improve their four skills.b.To cultivate their communicative com

4、petence.c.To show them the way to study themselves.3.The significance of learning this course.1)Teaching is a highly demanded art.(4 skills&sing,play,draw and make)2)Teachefs qualificationsa.subject matter competenceb.professional competencec.personal attitude.3)The aims of this course.a)to provide

5、you with the rationale of English teaching at middle school,which will be proved necessary and advantageousto the reform of English teaching.b)to help you to clear the importance as well as the aims of English teaching at middle school in present China.c)to provide you with chances to familiarize wi

6、th the graded contents of the textbooks in the junior section,analysis of thetextbook and to learn the syllabus for middle school English.d)to introduce some commonly used techniques and methods adopted in teaching pronunciation,grammar,vocabulary andthe cultivation of the students 4 skills.e)to hel

7、p you so solve some problems concerning the classroom instruction.f)to make some preparations for the coming teaching practice.4.How to present this course.1)lectures2)readings3)discussions4)watch video demonstrations5)mini-teaching6)practice writing teaching plan and peer teaching.5.The relationshi

8、p between methodology of English and the other subjects.linguistics,psychology,pedagogy,philosophy,QUESTIONS FOR DISCUSSION1 .What qualifications,in your opinion,should a teacher of English possess?2.Do you think you will perform well in your future teaching?What qualifications have you obtained now

9、?What will youdo if you haven*t got the required qualifications?3.Who was your admirable teacher of English at junior school?What do you think of him/her?Unit One Language and learning1.How do we learn language?Much of human behaviour is influenced by personal experience.The way language teachers te

10、ach in the classroom isinfluenced by the way they learned languages.This is especially true in foreign language teaching.1.How do we learn our own language?Research into LI shows that the most important factor for LI development is when children are interacting with peoplearound them and when they a

11、re experimenting with the language fbr communication.Therefore,Language learning is asocializing process,and interaction and experimenting with the language in communication are very important factors forlanguage development.2.How do we learn foreign language?(Do Task 1 )From the task above,we may h

12、ave found that:(1)People start learning a foreign language at different ages;(2)people have different experiences in learning a foreign language.(3)People learn languages foe different reasons;(4)People learn language in different ways.(5)People have different understanding about language learning.(

13、6)People have different capabilities in language learning(7)Learning can be affected by the way how a language is taught;(8)Learning is affected by the degree of success one is expected to achieve.IL View on language.1.What is language?Here are some of the definitions of language.Language is a syste

14、m of arbitrary,verbal symbols which permit all people in a given culture,or other people who have learnthe system of that culture,to communicate or interact Finocchiaro,1964:8)Language is any set or system of linguistic symbols as used in a more or less unifonn fashion by a number of people whoare t

15、hus enabled to communicate intelligibly with one another.Language is a system of arbitrary verbal symbols used for human communication.(Wardhaugh,1972:3)Language is a systematic means of communicating ideas or feelings by the use of conventionalized signs,sounds,gestures,or marks having understood m

16、eanings.Language is a system of communication consisting of a set of small parts and a set of rules which decide the way in whichthese can be combined to produce messages that have meaning.To give a concise definition of language has always been difficult for linguists and philologists.But language

17、teacher clearlyneed to know what sort of entity they are dealing with and how the particular language they are teaching fits into that entity.2.Different views on language.In the past century,language teaching and learning practices have been influenced by three different views of language,namely,th

18、e structural view,the functional view and the interactional view.Different views on language generate differentteaching methodologies.Structural View:It sees language as a linguistic system made up of various subsystem:from phonological,morphological,lexical,etc.to sentence.Each language has a finit

19、e number of such structural items.To learn a languagemeans to learn these structural items so as to be able to understand and produce language.Functional View:it sees language as a linguistic system but also as a means for doing things.Most of our day-to-daylanguage use involves functional activitie

20、s:offering,suggesting,advising,apologizing,etc.Therefore,learners learn alanguage in order to do things with it.To perform functions,learners need to know how to combine the grammatical rulesand the vocabulary to express notions that perform the functions.Interactional view:It considers language as

21、a communicative tool,whose main use is to build up and maintain socialrelations between people.Therefore,learners not only need to know the grammar and vocabulary of the language,but alsoneed to know the rules for using them in a whole range of communicative context.The understanding of the nature o

22、f language may provide the basis for a particular teaching method,and it is also closelyrelated to the understanding of language learning.If language is considered to have a finite number of structural items,learning the language means learning these items.If language is more than just a system of s

23、tructure,it is more importantlya tool,then to learn the language means to use it,rather than just to study what it is and how it is fbnned.III.Views on language learning.The language learning theory underlying an approach or method usually answers two questions:1)What are the psycholinguistic and co

24、gnitive process involved in language learning?2)What are the conditions that need to be met in order for these learning processes to be activated?The research into the answers fall into process-oriented theories and condition-oriented theories.Process-oriented theories are concerned with how the min

25、d processes new information,such as habit formation,induction,making inference,hypothesis testing and generalization.Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place,such as the number of students,what kind of input learners re

26、ceive,and the learning atmosphere.Behaviourist theory:Proposed by behavioural psychologist Skinner,he suggested that language is also a form behaviour.Itcan be learned the same way as an animal is trained to respond to stimuli.This theory of learning is referred to asbehaviourism.One influential res

27、ult is the audio-lingual method,which involves the“listen and repeat”drilling activities.The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher.Mistakes areimmediately corrected,and correct utterances are immediately praised.Cognitive theory:T

28、he term cognitivism is often used to describe method in which students are asked to think rather thansimply repeat.It is Noam Chomsky theory.The key point of Chomskys theory is reflected in his most famous question:If all language is a learned behaviour,how can a child produce a sentence that has ne

29、ver been said by others before?According to Chomskys theory,language is not a form of behaviour,it is an intricate rule-based system and a large part oflanguage acquisition is the learning of this system.There are a finite number of grammatical rules in the system and with aknowledge of these rules

30、an infinite number of sentences can be produced.A language learner acquires languagecompetence which enables him to produce language.One influential idea of this theory is that students should be allowed tocreate their own sentences based on their understanding of certain rules.Consructivist theory:

31、The constructivist theory believes that learning is a process in which the learner constructsmeaning based on his/her own experiences and what he/she already knows.It is believed that education is used to develop the mind,not just to rote recall what is learned.Therefore,teachers must balance an und

32、erstanding of the habits,characteristics as well as personalities of individuallearners with an understanding of the means of arousing learners?interests and curiosity for learning.Socio-constructivist theory:similar to constructivist theory,social-constructivist theory emphasizes interaction andeng

33、agement with the target language in a social context based on the concept of“Zone of Proximal Development”(ZPD)(近侧发展区间)and scaffolding(鹰架理论).In other words,learning is best achieved through the dynamic interactionbetween the teacher and the learner and between learners.IV.What makes a good language

34、teacher?Not just a good command of foreign language,there are a variety of elements that contributes to the qualities of a goodlanguage teacher.They are:ethic devotion,professional qualities and personal styles.(Parrot,1993)(look at task 4on Page 7)We can see that these three aspects contribute the

35、professional competence of a good English teacher.A good teacher should enable the students to communicate in English inside and outside class,put an emphasis onpractice rather than explanation,and co-operate among teachers.A good teacher should have a goal in teaching.A major goal in English teachi

36、ng is enable learners to use Englisheffectively.And the objectives of every lessons engaging the students attention and interest.A good teacher should from the start establish English as the main classroom language.Keep in mind that communicatingin English and learning English go hand in hand.A good

37、 teacher should create conditions for learning.The material conditions are not important in language learning.More important for successful language teaching and learning are plenty of opportunities for learners to participate inclassroom activities,and the atmosphere in which students feel motivate

38、d to learn.Motivation is essential for learning.Agood teacher should do all he can to stimulate the students motivation to learn.He should set appropriate goal andobjectives in learning;carefiilly plan the activities;choose topics of personal interest;have a fair attitude to all students.V.How can o

39、ne become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professionalcompetence,which is the state or quality of being qualified for the profession,and armed with a specific range of skills,strategies,knowledge and ab

40、ility.(look at task 6 on Page 8)According to Paul Davis,a successful teacher has the following qualities:1.Have a practical command of English,not just a knowledge of grammar rules.2.Use English most of the time in every class,including bcginners,class.3.Think mostly in term of learner practice,not

41、teacher explanation.4.Find time for really communicative activities,not just practice of language forms.5.Focus their teaching on learners5 needs,not just on“Enish“the syllabus or course book.To develop professional competence,we can use the reflective model“by Wallace(1991).(See Figure 1.1 on page

42、9).Stage I:language development.All English teachers are supposed to have a good cominand of English.Stage II:The second stage is more complicated,fbr it can be divided into three sub-stages:learning,practice andreflection.The learning stage involves:(a)learn from others?experience(empirical knowled

43、ge)(b)learn received knowledge(such as language theories,psycholinguistics,sociolinguistics,educational psychology,etc.(c)learn from ones own experience.The learning stage is followed by practice.The term“practice”can be used in two senses.First,it is a short periodof time assigned fbr students to d

44、o teaching practice as part of their education,under the supervision of their instructors.Theother sense of practice is the real work that the teachers undertake when they finish their education.Stanley(1999)pointed out that teachers benefit from practice if they keep on reflecting on what they have

45、 been doing.The teachers reflect on their work not only after they finish a certain period of practice,but while they are doing the practice.And the most difficult thing to do is to keep on reflecting on their work when teachers are doing practice in the real worksense.After some period of practice

46、and reflection,a teacher matures and approaches the goal.But this goal is“a movingtarget or horizon,toward which professionals travel all their professional life but which is never finally attained.Home work：1.Finish reading 1.6 on page 11.Prepare a mini-teaching:Class begins.Unit 2 Communicative Pr

47、inciples and Task-based Language teachingAims of the unit:1.how is language learned in classrooms different from language used in real life?2.What is communicative competence?3.What are the implications of CUT to teaching and learning?4.What are the main features of communicative activities?5.What i

48、s Task-based Language Teaching?6.How is Task-based Language Teaching different from PPP?7.Are there imitations of CLT and TBL?I.Language use in real life vs.traditional pedagogyTask 1.Generally speaking language use in real life differs from traditional language teaching pedagogy in the following as

49、pects:In real lifeIn traditional pedagogyHow is Lang,used/taught?1 .Perfbnn certain com-municative functions2.Use all four skills1.Focus on forms rather than functions2 Focus on one or two skillsWhat parts of lang,are used/taughtLanguage is used in a certain contextIsolate language from its contextI

50、I.What is communicative competence?l.The goal of CLTThe goal of CLT is to develop students,communicative competence,which includes both the knowledge about the languageand the knowledge about how to use the language appropriately in communicative situations.Task 2:“Why dont you close the door?-a rea